| Things happen in life for pretty random reasons | 0m, 48s | Abelson, Hal |
| Teaching is also about the personal style you set | 0m, 46s | Abelson, Hal |
| Showing students what matters | 0m, 25s | Abelson, Hal |
| A random elevator ride starts a career | 1m, 13s | Abelson, Hal |
| Developing a teaching repertoire | 1m, 34s | Abelson, Hal |
| Critical to experience class as a student | 1m, 30s | Abelson, Hal |
| Doing homework at 1:00am | 0m, 32s | Abelson, Hal |
| Wisdom and mentoring | 0m, 51s | Abelson, Hal |
| The obligation to preserve human values | 1m, 10s | Abelson, Hal |
| Shaping computing as a reflection of your own humanity | 0m, 37s | Abelson, Hal |
| Change in role of women | 1m, 9s | Allen, Fran |
| Shift in professionalization over a decade | 1m, 20s | Allen, Fran |
| Grace Hopper arrives at Vassar | 0m, 27s | Asprey, Winifred “Tim” |
| Learning to teach from the master, Miss Wells | 1m, 18s | Asprey, Winifred “Tim” |
| Having dessert first and other pleasures of living with your brother | 1m, 54s | Asprey, Winifred “Tim” |
| NSF workshops and setting a foot in every state of the Union | 2m, 9s | Asprey, Winifred “Tim” |
| Convincing the Vassar faculty to get one of the first computers | 0m, 43s | Asprey, Winifred “Tim” |
| The impact of men at Vassar | 0m, 36s | Asprey, Winifred “Tim” |
| Serendipity and openings at University of Maryland | 1m, 39s | Austing, Richard |
| Curriculum development as a career theme | 1m, 31s | Austing, Richard |
| Choice of research and promotion | 0m, 37s | Austing, Richard |
| Develop a strong undergraduate program | 0m, 42s | Austing, Richard |
| Comfortable with where I was and what I was doing | 0m, 28s | Austing, Richard |
| Advantages and disadvantages of committees | 1m, 11s | Austing, Richard |
| Broad base at the beginning | 0m, 37s | Austing, Richard |
| Mathematics is a good thing | 0m, 25s | Ben-Ari, Moti |
| Bugs that could be caught during compilation | 0m, 37s | Ben-Ari, Moti |
| Constructivism | 1m, 21s | Ben-Ari, Moti |
| Interests beyond computing | 0m, 56s | Ben-Ari, Moti |
| Getting the basis of computing | 0m, 37s | Ben-Ari, Moti |
| Your verification or your life | 0m, 36s | Ben-Ari, Moti |
| In love with the machine | 0m, 49s | Bishop, Judith |
| Bringing the Internet to South Africa | 0m, 52s | Bishop, Judith |
| Faint heart never won fair lady | 0m, 49s | Bishop, Judith |
| Early use of the term Software Engineering | 0m, 34s | Bishop, Judith |
| Long turn-around times | 0m, 41s | Bishop, Judith |
| The Quiet Life (pre-Internet) | 0m, 34s | Bishop, Judith |
| Courses come in different flavors | 0m, 53s | Bishop, Judith |
| Don’t talk down to the students | 1m, 11s | Bishop, Judith |
| Keeping abreast of technology | 1m, 56s | Bishop, Judith |
| Unexpected value from studying abroad | 1m, 13s | Camp, Tracy |
| Systers and being part of a women-in-computing community | 0m, 41s | Camp, Tracy |
| Do good titles improve cite-ability? | 0m, 47s | Camp, Tracy |
| Gaining confidence, discovering passion, and success as a researcher | 2m, 17s | Camp, Tracy |
| My soul is a better fit with a small university | 0m, 34s | Camp, Tracy |
| Imposter Syndrome | 2m, 30s | Camp, Tracy |
| Teaching and the treasure of having an impact | 0m, 57s | Camp, Tracy |
| The challenge of multiple research communities | 0m, 18s | Camp, Tracy |
| A graceful “No” to professional requests | 0m, 54s | Camp, Tracy |
| Getting off the treadmill to enjoy the view | 1m, 51s | Camp, Tracy |
| I really love my job in academia | 0m, 32s | Camp, Tracy |
| Change to the computer science major | 1m, 0s | Cassel, Lilian “Boots” |
| In loco parentis | 0m, 54s | Cassel, Lilian “Boots” |
| Reading or working problems | 0m, 45s | Cassel, Lilian “Boots” |
| Not a stay-at-home mom | 1m, 14s | Cassel, Lilian “Boots” |
| Trivial in FORTRAN | 1m, 32s | Cassel, Lilian “Boots” |
| When papers WERE papers | 1m, 44s | Cassel, Lilian “Boots” |
| Accreditation — It’s a good thing | 2m, 4s | Cassel, Lilian “Boots” |
| Assuming students want to learn | 0m, 50s | Cassel, Lilian “Boots” |
| Dean’s List and the wedding | 0m, 21s | Cassel, Lilian “Boots” |
| The best you can do | 0m, 39s | Cassel, Lilian “Boots” |
| Summer fun with mobs of kids | 0m, 58s | Clancy, MIchael |
| Research collaboration enhances view of teaching | 1m, 11s | Clancy, MIchael |
| Satisfaction with research successes | 1m, 45s | Clancy, MIchael |
| Courses for teaching assistants | 1m, 38s | Clancy, MIchael |
| Appreciation for faculty | 0m, 47s | Clancy, MIchael |
| A lab-centric format | 1m, 47s | Clancy, MIchael |
| Sometimes groups need group therapy | 1m, 14s | Clancy, MIchael |
| Early recognition of leadership ability | 1m, 44s | Clear, Alison |
| Homework rather than dishes | 0m, 22s | Clear, Alison |
| An aptitude test and shopping with Mother | 1m, 32s | Clear, Alison |
| Binary and punch cards and plug panels | 0m, 46s | Clear, Alison |
| Regaining belief in one’s self | 1m, 0s | Clear, Alison |
| Getting the whole country to do research | 0m, 49s | Clear, Alison |
| “Getting started in research” workshops | 0m, 47s | Clear, Alison |
| Your problem is you don’t have a hobby | 0m, 41s | Clear, Alison |
| Over the moon with student successes | 0m, 43s | Clear, Alison |
| Education as an enormously satisfying career choice | 0m, 57s | Clear, Alison |
| New Zealand at the bottom of the Pacific as good as anywhere in the world | 0m, 25s | Clear, Alison |
| Calling in sick | 0m, 46s | Dale, Nell |
| Retraining women scientists and the need to talk | 1m, 25s | Dale, Nell |
| An advantage of writing over teaching | 1m, 4s | Dale, Nell |
| The human faces of people in computing | 0m, 49s | Dale, Nell |
| What is the right setting? | 0m, 25s | Dale, Nell |
| What is computer science education research? | 1m, 6s | Dale, Nell |
| The flexibility of an academic career | 0m, 24s | Dale, Nell |
| The energy to “have it all” | 0m, 46s | Dale, Nell |
| Don’t float | 0m, 42s | Dale, Nell |
| A choice to keep more options open | 0m, 35s | Daniels, Mats |
| Programming language differences and paying attention | 1m, 8s | Daniels, Mats |
| Learning how to pass a math test | 0m, 47s | Daniels, Mats |
| Predictability vs. learning | 0m, 18s | Daniels, Mats |
| Talking about competencies | 0m, 26s | Daniels, Mats |
| Keep the eyes open | 0m, 35s | Daniels, Mats |
| Finding connections, reading more | 0m, 44s | Daniels, Mats |
| Putting technology in context | 1m, 1s | Daniels, Mats |
| Remembering the Deuce, an early computer | 0m, 45s | Davies, Gordon |
| Few textbooks, so ACM’s early pubs important | 0m, 47s | Davies, Gordon |
| Don Knuth’s Art of Computer Programming as manna from heaven | 0m, 43s | Davies, Gordon |
| England to USA: like going to another planet | 0m, 29s | Davies, Gordon |
| Increasing involvement in ACM, SIGCSE, ITiCSE | 1m, 24s | Davies, Gordon |
| How developing courses at an Open University is different | 1m, 14s | Davies, Gordon |
| Producing television-based courses | 1m, 12s | Davies, Gordon |
| First time requiring students to have a PC | 0m, 50s | Davies, Gordon |
| Rental PCs arriving via the post | 0m, 52s | Davies, Gordon |
| A long line of scholars | 0m, 30s | Edwards, Jenny |
| THIS is why I’m going to university! | 0m, 39s | Edwards, Jenny |
| A significant piece of graffiti | 0m, 42s | Edwards, Jenny |
| Tough time balancing teaching and research | 0m, 36s | Edwards, Jenny |
| Without whom the research never would have been finished | 1m, 8s | Edwards, Jenny |
| Female vs. male approach to promotion | 0m, 51s | Edwards, Jenny |
| Combining an academic job and family | 0m, 47s | Edwards, Jenny |
| Often the first female anything | 0m, 41s | Edwards, Jenny |
| Have the courage of your convictions | 0m, 58s | Edwards, Jenny |
| Teaching inspiration based on the null instantiation of for all | 0m, 56s | Felleisen, Matthias |
| In-class TA discussion channeled to book revision | 1m, 47s | Felleisen, Matthias |
| Hiring vs. working together with Ph.D. students | 0m, 28s | Felleisen, Matthias |
| If you can’t fail, it ain’t research | 0m, 52s | Felleisen, Matthias |
| It was like time in a start-up | 0m, 42s | Felleisen, Matthias |
| Tenure is syntax, the real work is semantics | 0m, 37s | Felleisen, Matthias |
| Girls prefer to follow rules, boys prefer Game Boy | 1m, 0s | Felleisen, Matthias |
| Get everybody to see the beauty of computing | 0m, 27s | Felleisen, Matthias |
| Community vs. research community service | 0m, 9s | Felleisen, Matthias |
| I’ll teach until I can’t anymore | 0m, 26s | Felleisen, Matthias |
| Computing for all high school students is my hope | 0m, 17s | Felleisen, Matthias |
| Computer science is not about mathematics only | 0m, 57s | Felleisen, Matthias |
| Tough love in teaching | 1m, 10s | Felleisen, Matthias |
| A love of learning from the beginning | 0m, 47s | Gal-Ezer, Judith |
| Why go to high school? | 0m, 16s | Gal-Ezer, Judith |
| Studies in mathematics and seismology, not computing | 0m, 33s | Gal-Ezer, Judith |
| Teaching the beauty of mathematics | 1m, 8s | Gal-Ezer, Judith |
| Rigor, details, and understanding | 0m, 16s | Gal-Ezer, Judith |
| Great work by the CSTA | 1m, 25s | Gal-Ezer, Judith |
| Convincing that CS is a science | 0m, 55s | Gal-Ezer, Judith |
| Advice on starting out in CS Education | 0m, 16s | Gal-Ezer, Judith |
| Sputnik launches a career | 2m, 51s | Gerhart, Susan |
| Summer jobs and a seminal paper | 0m, 44s | Gerhart, Susan |
| The basis of a software engineering curriculum | 0m, 48s | Gerhart, Susan |
| The importance of big enough projects | 1m, 0s | Gerhart, Susan |
| Adjusting to vision loss with class, using technology | 3m, 19s | Gerhart, Susan |
| Ending as a trouble-maker | 1m, 45s | Gerhart, Susan |
| First in family to go to university | 0m, 17s | Hall, Wendy |
| Medicine is not a career for women | 0m, 43s | Hall, Wendy |
| First example of why being a woman is different | 0m, 22s | Hall, Wendy |
| An early interest in how computers could be used in education | 0m, 57s | Hall, Wendy |
| More opportunities in computing than in the pure maths world | 1m, 4s | Hall, Wendy |
| Interactive video disk workshop as an inspiration | 1m, 15s | Hall, Wendy |
| The application (non-technical?) sides of computing | 0m, 39s | Hall, Wendy |
| Getting started in committees and what one gets out of it | 0m, 37s | Hall, Wendy |
| Exciting to be elected, rather than appointed | 0m, 24s | Hall, Wendy |
| Europe as a set of computing fiefdoms | 1m, 22s | Hall, Wendy |
| Computational thinking | 0m, 29s | Hall, Wendy |
| Mismatch between what we are teaching and what appeals to women | 0m, 19s | Hall, Wendy |
| Is computing done and dusted? | 1m, 19s | Hall, Wendy |
| “Pot’s half full” type of person | 1m, 10s | Hall, Wendy |
| What is a career in computing REALLY about? | 0m, 45s | Hall, Wendy |
| Wanting to be remembered for accomplishments | 0m, 29s | Hall, Wendy |
| A new discipline: web science | 0m, 39s | Hall, Wendy |
| The first stereo system? | 0m, 54s | Impagliazzo, John |
| Early teaching experience giving music lessons | 0m, 43s | Impagliazzo, John |
| Early on-line courses via TV | 0m, 36s | Impagliazzo, John |
| Students need to become engaged | 0m, 30s | Impagliazzo, John |
| Less “hit and miss” in the good old days | 0m, 34s | Impagliazzo, John |
| Conference on perspectives of Soviet and Russian computing | 1m, 14s | Impagliazzo, John |
| Music as a mental transport | 0m, 48s | Impagliazzo, John |
| Be diverse in your thinking | 0m, 56s | Impagliazzo, John |
| Learn as much as you can and put it in your pocket | 0m, 59s | Impagliazzo, John |
| Parents stressed education, not grades | 0m, 18s | Kahlon, Amardeep |
| Better than telling the truth is truthful living | 0m, 18s | Kahlon, Amardeep |
| If you are earning, nobody can abuse you | 0m, 21s | Kahlon, Amardeep |
| A beloved teacher was Attila the Hun | 0m, 53s | Kahlon, Amardeep |
| Unusual advice for a girl in India | 0m, 50s | Kahlon, Amardeep |
| Always in the back of my head: Imposter Syndrome | 0m, 30s | Kahlon, Amardeep |
| Continue in CS or move somewhere else? | 1m, 14s | Kahlon, Amardeep |
| Differences between the Indian and American educational system at university | 1m, 8s | Kahlon, Amardeep |
| Only 25% of you will be left | 0m, 41s | Kahlon, Amardeep |
| Going from a low point in life to a Ph.D. program | 0m, 31s | Kahlon, Amardeep |
| A convenient prompt for the GRE writing portion | 0m, 45s | Kahlon, Amardeep |
| Slow start on doctoral studies evolving into full involvement | 1m, 3s | Kahlon, Amardeep |
| Value of doctoral studies for me | 0m, 41s | Kahlon, Amardeep |
| The most amazing mentor ever | 1m, 11s | Kahlon, Amardeep |
| Centering in on a dissertation topic | 1m, 22s | Kahlon, Amardeep |
| Blasphemous to do a qualitative study? | 0m, 31s | Kahlon, Amardeep |
| A nurturing teaching philosophy and a realistic approach to deadlines | 1m, 11s | Kahlon, Amardeep |
| A sense of community and “stupid” questions | 0m, 44s | Kahlon, Amardeep |
| Involvement in outside organizations and increasing confidence | 0m, 51s | Kahlon, Amardeep |
| Never give someone an opportunity to point a finger at you | 1m, 2s | Kahlon, Amardeep |
| Keep your passion and explore | 1m, 6s | Kahlon, Amardeep |
| Expect a gender bias | 0m, 17s | Kahlon, Amardeep |
| Realizations out of childhood | 1m, 7s | Klawe, Maria |
| Parents’ expectations during childhood | 0m, 33s | Klawe, Maria |
| Finding our way out of the childhood image | 0m, 17s | Klawe, Maria |
| Can you have more than one passion at a time? | 1m, 9s | Klawe, Maria |
| All the ideas in the first two weeks | 1m, 20s | Klawe, Maria |
| Unable to do mathematics after three major results | 0m, 52s | Klawe, Maria |
| Reverse psychology? | 1m, 47s | Klawe, Maria |
| Teaching compilers by learning as you go along | 1m, 20s | Klawe, Maria |
| Hard to manage? Start your own group!! | 0m, 41s | Klawe, Maria |
| Wearing shorts as a potentially damaging career move | 2m, 37s | Klawe, Maria |
| Inconsistencies in one’s personal knowledge base | 0m, 12s | Klawe, Maria |
| Existence proof of having a child and returning to work | 0m, 53s | Klawe, Maria |
| Popping away from work to breastfeed | 0m, 47s | Klawe, Maria |
| Lack of sleep and wonderful things about having children | 0m, 52s | Klawe, Maria |
| A recurrent theme: Expectations vs. reality | 0m, 37s | Klawe, Maria |
| To make dramatic change, go to a place that’s demoralized | 0m, 26s | Klawe, Maria |
| Lack of success in recruiting women | 0m, 39s | Klawe, Maria |
| The birth of the CRA committee on the status of women in computing | 0m, 46s | Klawe, Maria |
| How to leave a senior vice-president position | 0m, 24s | Klawe, Maria |
| The dean who paints in meetings | 0m, 30s | Klawe, Maria |
| Liter of Milk Leads to Love of Math | 1m, 26s | Kölling, Michael |
| The insight that the tutor learns as much as the kids | 0m, 54s | Kölling, Michael |
| Starting to program on a KIM | 0m, 45s | Kölling, Michael |
| A hunger for learning | 1m, 10s | Kölling, Michael |
| Painting or computer science? | 1m, 23s | Kölling, Michael |
| The best professors had a broader view of things | 0m, 30s | Kölling, Michael |
| OK, I’ll make my own | 0m, 43s | Kölling, Michael |
| The joy that programming can bring | 1m, 1s | Kölling, Michael |
| Teaching needs lead to Ph.D. topic | 0m, 47s | Kölling, Michael |
| What do you consider a real user? | 1m, 35s | Kölling, Michael |
| Challenges: That’s just normal | 0m, 28s | Kölling, Michael |
| Why create? There’s an app for that | 1m, 21s | Kölling, Michael |
| Hard to experience the bug for programming | 0m, 19s | Kölling, Michael |
| The paradox: polished software discourages even trying | 0m, 42s | Kölling, Michael |
| You have to get yourself to do it once | 0m, 35s | Kölling, Michael |
| Future hope: To be a positive influence | 0m, 54s | Kölling, Michael |
| Knowing you’re going to have a great career | 0m, 49s | Lawrence, Andrea |
| Grandmother’s help in building an interest in math | 0m, 30s | Lawrence, Andrea |
| Nobody thinks you’re odd at an all-girls school | 0m, 56s | Lawrence, Andrea |
| Choosing to do computer science | 0m, 49s | Lawrence, Andrea |
| The supposedly portable Osborne | 0m, 49s | Lawrence, Andrea |
| The Ph.D. as a driver’s license | 0m, 45s | Lawrence, Andrea |
| Too old, wrong color, wrong age | 1m, 19s | Lawrence, Andrea |
| Showing whether animations work | 0m, 57s | Lawrence, Andrea |
| Being visible as proof you’re working | 1m, 1s | Lawrence, Andrea |
| Helping students find out how to learn | 1m, 9s | Lawrence, Andrea |
| Renewal from involvement in professional organizations | 0m, 44s | Lawrence, Andrea |
| Ice sheets in Antarctica | 1m, 14s | Lawrence, Andrea |
| Reach out for support and get involved | 0m, 21s | Lawrence, Andrea |
| Consider possibilities, look around, pick something you like to do | 0m, 47s | Lawrence, Andrea |
| Hiring women to do the programming | 1m, 13s | Little, Joyce Currie |
| No credit — you already know too much!! | 0m, 36s | Little, Joyce Currie |
| Roller skate transmittal for in-line real-time computing | 1m, 5s | Little, Joyce Currie |
| That’s a skill, not a college subject | 0m, 59s | Little, Joyce Currie |
| Workforce trends and attracting minorities | 1m, 21s | Little, Joyce Currie |
| Collaborative mentoring | 1m, 13s | Little, Joyce Currie |
| Promoting breadth as a profession | 0m, 31s | Little, Joyce Currie |
| Extending training on-the-job to the classroom experience | 1m, 51s | Little, Joyce Currie |
| Software engineering course as a capstone | 1m, 39s | Little, Joyce Currie |
| Don’t let people hold you back | 0m, 41s | Little, Joyce Currie |
| A blessing in retrospect | 1m, 0s | Little, Joyce Currie |
| That’s good stuff, I want to do that | 0m, 58s | McCracken, Dan |
| Being asked to write a FORTRAN book | 1m, 31s | McCracken, Dan |
| FORTRAN book for only $2.95 | 0m, 29s | McCracken, Dan |
| Secret book-writing project | 1m, 42s | McCracken, Dan |
| Life as a greedy algorithm with local optimization | 0m, 52s | McCracken, Dan |
| ACM’s oldest member-since date? | 1m, 23s | McCracken, Dan |
| SIGCSE involvement as a major career factor | 0m, 33s | McCracken, Dan |
| Early concern about Universal Identifiers | 1m, 3s | McCracken, Dan |
| The value of interplay and communal learning with students | 1m, 55s | McCracken, Dan |
| The active-learning business as a core value | 1m, 19s | McCracken, Dan |
| A student’s thank you thought | 0m, 51s | McCracken, Dan |
| “Latisma” and the role of a woman | 1m, 30s | Perera, Graciela |
| Sense of safety and its effect on science | 0m, 56s | Perera, Graciela |
| The value of MentorNet | 0m, 44s | Perera, Graciela |
| Getting started with independent research | 1m, 18s | Perera, Graciela |
| Asking for what you want during interviews | 0m, 44s | Perera, Graciela |
| Why teach? | 0m, 47s | Perera, Graciela |
| Using practical, familiar examples | 1m, 57s | Perera, Graciela |
| Running | 1m, 31s | Perera, Graciela |
| Programming languages as just syntax once you understand computing | 0m, 25s | Prey, Jane |
| Experience of computing courses in earlier days | 1m, 5s | Prey, Jane |
| Clear thinker with a flow chart | 1m, 14s | Prey, Jane |
| Opportunity to pick the times to teach | 0m, 44s | Prey, Jane |
| Studies then and now | 1m, 1s | Prey, Jane |
| Literacy as the road to getting credit | 1m, 1s | Prey, Jane |
| Teaching as a partnership | 0m, 48s | Prey, Jane |
| A failing of all teaching | 0m, 41s | Prey, Jane |
| Introducing First Timers at SIGCSE | 1m, 20s | Prey, Jane |
| SIGCSE community as a welcoming setting | 0m, 23s | Prey, Jane |
| Learning to be effective in groups | 1m, 23s | Prey, Jane |
| Being a lone wolf is never a successful strategy | 0m, 30s | Prey, Jane |
| The tension of being an academic in industry | 1m, 9s | Prey, Jane |
| Decide you love being a teacher | 1m, 3s | Prey, Jane |
| Business data processing for the state of Nevada | 2m, 52s | Roberts, Eric |
| “Is this normal?” | 3m, 4s | Roberts, Eric |
| Advanced beginning calculus: Love it or not, mathematician or computer scientist | 1m, 33s | Roberts, Eric |
| Feminist influences | 1m, 2s | Roberts, Eric |
| Lessons from Father: The value of a broadly-based education | 1m, 42s | Roberts, Eric |
| A bigger passion for teaching than for research | 1m, 21s | Roberts, Eric |
| This year’s Christmas letter … not! | 0m, 59s | Roberts, Eric |
| Important for students to learn how to read | 1m, 35s | Roberts, Eric |
| Predicting the future: The Machine Stops in 1908 | 1m, 24s | Roberts, Eric |
| The magic of computer science | 0m, 57s | Roberts, Eric |
| Insights from a Project Adventure experiment | 2m, 18s | Siek, Katie |
| Gold, jewelry, and microchips | 0m, 50s | Siek, Katie |
| Advantages of a Liberal Arts background | 1m, 3s | Siek, Katie |
| Understanding differences in the millennial generation | 1m, 0s | Siek, Katie |
| Using interactivity in class | 1m, 4s | Siek, Katie |
| Life balance and reflections | 1m, 17s | Siek, Katie |
| First computing course: Eventually you could win | 1m, 51s | Simon, Beth |
| The know-it-all guy doesn’t make it through | 0m, 38s | Simon, Beth |
| An “honorary graduate student” with a CRA-W mentorship | 1m, 5s | Simon, Beth |
| I just wanted to teach students computer science | 2m, 13s | Simon, Beth |
| Continued interest in performance, but a change of contexts | 0m, 52s | Simon, Beth |
| Less than desired impact in the small class | 0m, 56s | Simon, Beth |
| Lecturer with Security of Employment | 0m, 27s | Simon, Beth |
| With 150 students, somebody’s going to be happy | 0m, 50s | Simon, Beth |
| Embracing active learning full-on | 0m, 44s | Simon, Beth |
| Better to see incorrect code in class | 0m, 36s | Simon, Beth |
| Why aren’t we all doing pair programming? | 1m, 23s | Simon, Beth |
| The support of my professional community | 0m, 34s | Simon, Beth |
| A conscious decision to be career focused | 0m, 55s | Simon, Beth |
| Making change in our culture and our communities | 1m, 8s | Simon, Beth |
| Kids controlling grown-ups (and computers) | 0m, 36s | Spertus, Ellen |
| Pretty / smart and male-female ratio | 1m, 8s | Spertus, Ellen |
| Everyone’s in the top half | 0m, 40s | Spertus, Ellen |
| Just three months out of six years | 0m, 50s | Spertus, Ellen |
| Enthusiasm in teaching | 2m, 27s | Spertus, Ellen |
| Interdisciplinary programs and unique combinations | 1m, 9s | Spertus, Ellen |
| Do dream jobs stay dream jobs? | 0m, 50s | Spertus, Ellen |
| Women home looking after their men | 0m, 41s | Teague, Joy |
| Different promotion paths for men and women | 0m, 18s | Teague, Joy |
| Pay scale differential | 0m, 36s | Teague, Joy |
| The challenge of supervising essentially one’s equals | 1m, 8s | Teague, Joy |
| Learning curve for new Ph.D. as a supervisor | 1m, 45s | Teague, Joy |
| People-to-People reunion as motivation to publish research | 1m, 22s | Teague, Joy |
| Subtle discrimination? | 1m, 16s | Teague, Joy |
| Differences in timing to promotion | 0m, 42s | Teague, Joy |
| No information from the top echelons | 0m, 30s | Teague, Joy |
| Dissertation comments: content vs. appearance | 1m, 7s | Teague, Joy |
| Teaching computing at home | 0m, 58s | Teague, Joy |
| A very different kind of student | 0m, 51s | Teague, Joy |
| Hindsight regarding for whom to vote | 0m, 34s | Teague, Joy |
| Classmate was daughter of textbook author | 0m, 54s | Walker, Henry |
| As an introvert he uses role playing | 0m, 47s | Walker, Henry |
| Convinced he would flunk out | 0m, 27s | Walker, Henry |
| A strategy to speak up in class more | 1m, 19s | Walker, Henry |
| The test question was to give incorrect definitions | 0m, 45s | Walker, Henry |
| Course had enrollment greater than course number | 0m, 26s | Walker, Henry |
| Social Responsibility and SIGCSE | 1m, 28s | Walker, Henry |
| Community and what one person can do | 1m, 7s | Walker, Henry |
| Parent and partner | 0m, 24s | Walker, Henry |
| Possible impact of teaching | 0m, 46s | Walker, Henry |
| A certain amount of planning | 1m, 31s | Walker, Henry |
| Third grade teacher says that better | 1m, 22s | Walker, Henry |
| Destructive binary search | 0m, 54s | Walker, Henry |
| Target the parents | 0m, 39s | Weiss, Mark |
| People who teach should be funny | 0m, 27s | Weiss, Mark |
| Thesis topic sort of random | 0m, 51s | Weiss, Mark |
| “Publish or perish” or write a book? | 1m, 8s | Weiss, Mark |
| Student comments as a source of joy | 1m, 18s | Weiss, Mark |
| Every student should learn something every class | 0m, 20s | Weiss, Mark |
| Video recording lectures ‒ a good thing or a bad thing? | 0m, 54s | Weiss, Mark |
| Teaching without notes | 0m, 52s | Weiss, Mark |
| Professor vs. Doctor | 1m, 19s | Weiss, Mark |
| Context of service courses provides insights | 0m, 57s | Weiss, Mark |
| Life involves extremely difficult choices | 1m, 14s | Young, Frank |
| In he bounces | 0m, 55s | Young, Frank |
| From impossible exam to sufficient coverage | 0m, 46s | Young, Frank |
| Teaching why the language operates the way it does | 0m, 53s | Young, Frank |
| Incorporating the wisdom of everyone in the department | 0m, 34s | Young, Frank |
| Lecture notes are obsolete after one semester | 0m, 48s | Young, Frank |
| Getting people working together | 0m, 36s | Young, Frank |
| Judge others by the quality of their work | 0m, 23s | Young, Frank |
| Sometimes stupidest, sometimes brightest | 0m, 25s | Young, Frank |
| Taking students to SIGCSE conference | 1m, 37s | Young, Frank |
| Pay the past by paying the future | 0m, 27s | Young, Frank |
| Education from 40 years ago to prep for 40 years from now | 0m, 39s | Young, Frank |
